Cooperative Superintendency Program
Department of Educational Leadership and Policy
Designed For
This program is designed for experienced and aspiring education leaders who are committed to advancing excellence and system-wide improvement in public education and ready to move into district- and state-level executive leadership roles while continuing to work full time.
Career Objective
Graduates of the Cooperative Superintendency Program (CSP) are prepared for executive‑level leadership roles, including superintendents, chief executives in state education agencies, directors of education service centers or laboratories and senior administrators in large urban or suburban districts.
At a Glance
Program Starts: Summer
Deadline to Apply:
Nominations due: November 15
Applications due: December 1
Length of Program: 30-36 months
Program Location: On campus (some online components)
GRE Required? Yes
Preparing Visionary Leaders in Education
The Cooperative Superintendency Program (CSP) is a premier superintendency preparation program, designed to develop forward‑thinking education leaders equipped to meet the evolving challenges of today’s public education systems.
Through intensive coursework and guidance from renowned faculty, graduates are prepared to assume high-impact executive leadership positions that shape policy, governance and outcomes across complex educational systems. The program emphasizes strategic leadership, ethical decision-making and real-world problem solving at the highest levels of public education.
Program Features
- Practitioner‑focused, real‑world curriculum.
- Cohort model with shared learning and collaboration.
- Face‑to‑face instruction with nationally recognized faculty.
- Flexible scheduling for working education executives.
- A strong regional, state, national and international alumni network.
Key Competencies
- Leadership for Equity and Excellence.
- Strategic Thinking and Planning.
- Policy and Governance.
- Human Relations.
- Law and School Finance.
- District-Level Operations.

Program Director
David DeMatthews

Assistant Director
Sylvia R. Reyna

Graduate Admissions Coordinator
Jacinda Herrera
Program Overview
Application Requirements
All graduate students are required to apply through the Graduate School website. We strongly encourage you to start this process well in advance of the deadline. Learn more on our How to Apply page.
Important Notice: This program requires additional materials beyond the Graduate School Application.
Questions? Contact the ELP Graduate Coordinator.
Education and Experience
All applicants must have
- A master’s degree.
- Mid-management certification.
- 2 years of experience as a principal and/or central office administrator.
Nomination Form
We encourage submitting a Nomination Form before beginning your formal application. Candidates may be nominated or may nominate themselves. We make great efforts to obtain a large, diverse pool of applicants.
Required Materials
Submit all required application materials including the following documents to your MyStatus page to complete the application process by the application deadline of December 1st.
- A Professional/Personal Vita in CSP format: Available in the Application Checklist.
- Official Transcripts
- GRE Score
- Three Professional References
- Statement of Purpose: Double-spaced, not to exceed three pages.
- The Self-Presentation:
- The self‑presentation allows the selection committee to gain a meaningful understanding of you as a leader and professional. In 3–6 double‑spaced pages, reflect on your personal and professional journey by describing your strengths and challenges, accomplishments and setbacks, as well as your assets and areas for growth as you consider the prospect of selection.
- Be authentic and thoughtful in your reflection. Use concrete examples and evidence to illustrate your experiences and perspectives. Write in your own voice—clarity and sincerity are valued, while artificial or overly polished responses may detract from your message.
- Self‑reflection is an engaging and rewarding process, and we encourage you to approach this task with openness and confidence.
- Please format your document as follows:
- First line: SELF‑PRESENTATION
- Second line: Your Name
- Then proceed with the body of your essay.
Program Application Fee
All applicants are required to pay a $50 Program Application Fee (check or money order ONLY – no cash) to
Department of Educational Leadership and Policy, ATTN: ELP Accounting
The University of Texas at Austin, SZB 3.308
1912 Speedway, D5400
Austin, TX 78712-0374
Candidate name and UT EID must be indicated on the check or money order
Please note this fee is separate from the Graduate School application fee.
Selection Process
All applications are reviewed by the department to identify candidates for admission.
Applicants who meet all program and Graduate School requirements and are determined to be a strong fit for the department will be notified by late January and invited to participate in a mandatory assessment center held in Austin in February. The assessment center includes interviews, leadership simulation exercises, and presentations.
Attendance at the assessment center is required for all selected candidates. Participants are responsible for their own travel, lodging and meals.
Final admission decisions are based on candidates’ overall performance during the assessment process. Members of the incoming Cooperative Superintendency cohort will be notified by late March, with classes beginning in early June.
Program Requirements
Students in the Cooperative Superintendency Program (CSP) will earn an Ed.D. in Educational Leadership.
Social Science Core: 12 credit hours
- ELP 390R Organizational Design & Behavior
- ELP 390E E Educational Econ & Finance (K-12 focus, Spring)
- ELP 390S Social & Cultural Contexts of Education
- ELP 390P P Educational Politics & Policy (K-12 focus, Fall)
Superintendent Specialization Courses: 33 credit hours
- ELP 395D Data-Informed Leadership
- ELP 393S Superintendent Practicum
- ELP 393S Superintendent Practicum
- ELP 394K School Board/Sup Relationships
- ELP 394N Schl/District Instructional Leadership
- ELP 694T Administrative Theory
- ELP 394C School District Functions I
- ELP 394D School District Functions II
- ELP 394L School Law
- ELP 394S Superintendent Seminar
Research Core: 9 credit hours
- ELP 391E Epistemologies of Ed Research
- ELP 391Q Qualitative Research Design & Analysis
- ELP 392E Program Evaluation and Decision Making
Courses Outside the Department: 9 credit hours
- EDC 390T Dual Language Issues and Trends (Dept. of C&I)
- SED 381-1 Administration of Special Ed. Programs
- STM S390T Learning/STEM Reform
Treatise: minimum of 6 credit hours, 3 hours per semester
- ELP 399K Treatise
- ELP 399L Treatise
Total: 63 credit hours of coursework, 69 with dissertation hours.
Learn more about certification requirements on the Texas Education Agency’s website.
Faculty
Examines collaborative approaches involving community organizations and stakeholders that improve academic achievement and reduce opportunity gaps for students. Also studies chronic absenteeism, the role of high school athletics in school settings, a...
Focuses on school and district leadership, inclusive practices for students with disabilities, and school improvement with an emphasis on improving student achievement and addressing inequities in classrooms, schools, and communities.
Accepting new students
Dr. Holme's work explores how structural and systemic factorsparticularly housing policy, and teacher labor marketsshape educational opportunity.
Accepting new students
I study student success for children experiencing poverty. I analyze how school leadership and state policy facilitate student success across the education pipeline.
Prepares school district executives to lead socially just and equitable learning centers focused on academic excellence for all students.
Superintendent Entry Plans, Strategic Planning, Organizational Stability, Educational Leadership, Finance, Career Development in Schools
Examines issues of power and voice in education policy making and implementation processes, with a focus on public school district superintendents and school boards.
Accepting new students
Uses lenses from organizational sociology to study how district leaders, principals, coaches, and teachers implement policy
